Below is a list of presenters, titles and descriptions of each session being held at this year's Fall Conference. 

Handouts will also be available for each presentation on this page by Wednesday, September 12, 2018! 



2:00 p.m. – 5:00 p.m.

2018 Legal Update

This presentation will cover new statutes, regulations and other legal issues you need to know and prepare to implement.

Susan Goldammer, Attorney, Executive Director, Employment Labor Relations, Missouri School Board Association

Predetermination: How to Limit Claims for Denial of FAPE

This presentation will review the right of parents to participate in the IEP process and how to avoid predetermination claims.  With a focus on how to prepare for meetings and train school meeting participants with regard to the right of parental participation, this session will examine minimizing the potential for claims regarding the denial of FAPE. 

Betsey Helfrich, Attorney, Mickes O’Toole, LLC

The OCR Today:  Changes in Priorities & Procedures

The times are changing with the OCR!  Come learn about the changes in OCR's policies and procedures, including OCR's new Case Processing Manual.  We will discuss methods for efficiently and effectively resolving complaints, and more importantly -- steps to take to prevent them in the first place!

Michelle Basi, Attorney/Shareholder, Tueth, Keeney, Cooper, Mohan & Jackstadt, P.C.

FAPE: What is the current standard in the aftermath of Endrew F.

This presentation will explain what the standard is to meet the requirement to provide a free appropriate public education and how that is affected by the recent U.S. Supreme Court decision.

Heidi Atkins-Lieberman, Attorney, Thomeczek & Brink, LLC

360 Degrees of Evaluations

A quality IEP begins with a solid evaluation and identification of student needs. Join us to discuss school district responsibilities in the area of evaluation, including eligibility, reevaluation, consent issues, and how to handle the inevitable request for an IEE.

Shellie Guin,  Attorney, Guin Mundorf, LLC

Ryan Fry, Attorney, Guin Mundorf, LLC



8:30 a.m. – 11:30 a.m.

DESE Update

Top 10 powerpoint for MOCASE - DESE.pdf

Top 10 Chart - DESE.pdf

Salon A/B/C


Engaging All Learners - Keynote Address by John Antonetti

Salon A/B/C

An engaged learner masters more content and develops deeper skill sets.  Even more important, students who can articulate their own thinking become better problem solvers in the academic work and the real world.

Science tells us that the facets of learner engagement are simultaneously intellectual, academic, and egocentric.  Rather than planning for students to share their personal response at the end of a task, teachers must start the learning with student voice.  John Antonetti takes us on a journey through the latest brain research in a humorous, interactive workshop that integrates strategy, thinking and engagement—truly a 3-dimensional approach.

John integrates the research of John Medina’s brain rules with the big names in education and action research from the ASCD book he co-authored with the late Dr. Jim Garver, 17,000 Classroom Visits Can’t be Wrong: Strategies that Engage Students, Promote Active Learning and Boost Achievement.


1:00 p.m. – 2:30 p.m.

Powerful Task Design

Salon A

John takes us for a deeper dive into planning for our students so that their abilities and strengths become the entry into task design.  Using the Powerful Task Rubric, we will inspect, design and implement tasks that move learning—even for our kids who do not fit the mold of the traditional student.

John Antonetti, Keynote Speaker

How to Become an Involved and Engaged Leader

Salon B

Laurie VanderPloeg, President, Council of Exceptional Children

Using ABA Strategies to Teach Self-Regulation Skills in Young Learners

Salon C

Students struggling with emotional and behavioral regulation are an increasing concern in our classrooms.  Many of our students are coming to us with an inability to resist their impulses and make choices about their actions.  They often act without thinking and struggle to learn from their mistakes in social situations.  Teaching pacing skills in a structured manner can help students slow down, remain regulated, and make clear effective choices when solving social problems.  This session will provide information regarding what pacing instruction entails and provide a basic sequence and process with which it can be taught.

Elly Schierbeck, Autism and Behavior Specialist, Lee's Summit R-7 Schools

Kristin Rackers BCBA, Autism and Behavior Specialist, Lee's Summit R-7 Schools

What's Up With WIOA

Room 60/61

Recent changes in workforce legislation (WIOA 2014) have affected both education and workforce development.  Teachers, counselors, and providers, will benefit from finding out what changes have occurred in both legislation and policies that influence how services are delivered to clients/students.  Kim Gee, MS, LPC, CRC, Director of Transition & 511 Services for Missouri Vocational Rehabilitation will address policy changes around both transition services and sub-minimum wage work experience.  Bob Simpson, Project Director for Pre-Employment Transition Services (Pre-ETS) at the University of Missouri will discuss transition supports for job exploration, work based learning, work place readiness, post-secondary counseling, and self-advocacy.

Robert Simpson, Director MU Pre-ETS, MU

Kim Gee, Transition Coordinator, DESE-VR

There’s No Place Like Home

Room 62/63/64

Homebound placements can be tricky and come with a variety of issues.  Join us as we discuss when homebound placements are appropriate, identify issues that may arise, and problem solve challenging situations like transitioning a student back to a school-based placement.

Shellie Guin,  Attorney, Guin Mundorf, LLC

Ryan Fry, Attorney, Guin Mundorf, LLC

Bridging the Gap: Basics of Child and Adolescent Mental Health for Educators

Parasol I

Many districts do not have direct access to school psychologists or mental health professionals; yet, our students are coming to school with increasing social/emotional/behavioral needs.  

In this session, we will discuss the basics of child and adolescent mental health diagnoses, how to understand reports received from outside agencies (e.g., psychologists, psychiatrists, etc), how to ask the right questions of outside providers in order to drive evaluation and programming in the school setting, and how to partner with medical and clinical professionals to ensure continuity of care for our students. Dr. Baum is a licensed clinical psychologist with over 15 years of clinical experience in the field of child psychology, with specialized training and expertise in the evaluation and treatment of developmental disorders, behavioral disorders, as well as trauma-based disorders. She is starting her eighth year working in an educational setting. Having both clinical and educational experience brings a unique perspective to some common issues faced by school districts. 

Dr. Allicia Baum, Licensed Clinical Psychologist, School Psychologist, Ozark R-VI

Child Find

Parasol II

The IDEA requires that school districts identify, locate, and evaluate students with disabilities. This session will review applicable statutory and regulatory provisions regarding the child find obligation and interpretations of those provisions from various sources.

John Brink, Attorney, Thomeczek & Brink, LLC

New Director Cohort

Room 70/71

MO-CASE This session provides and opportunity for new Special Education Directors to network with other new  directors and to connect with seasoned directors.  Staff for the Department of Elementary and Secondary Education will be on hand to answer questions and  provide guidance to New Directors. AMP – Missouri’s Mentoring Program for New Directors will be explained along with other resources available to support the  work of the New Directors.

Jeanne Rothermel, New Directors/AMP Co-Chair

Implementation of Missouri Dyslexia Requirements: An Update

MO-CASE Supplemental Guidance.pdf

Hard Words.pdf

2018 Ending the Reading Wars - Reading Acquisition from Novice to Expert.pdf

Room 74/75

This presentation will address emerging questions and issues about implementation of the legislative requirements for school districts in regard to dyslexia.  The session will include description of application within an MTSS structure.

Steven Beldin, Director of Innovation and Learning, MO-CASE

Feeding Matters

Room 76/77

Many people are surprised that the skills of eating are a learned behavior and not inherent or reflexive in nature. Many professionals are increasingly experiencing more and more children with feeding difficulties. This topic is a complex and multifactorial issue involving many areas of development and is prevalent among typically developing children as well as those with developmental delays and known medical conditions. This presentation provides participants with an overview of these components, the impact of development in terms of skills and the developmental progression of foods. In addition, participants will gain basic strategies to assist children and their families who are facing these challenges.

Mary Ellen Ankeney, Occupational Therapist, Columbia Public Schools

Social/Emotional Screening within a School-wide Multi-Tiered System of Support

Redbud Room

This session will provide an overview of universal screening for social, emotional, behavioral challenges, including its intent and purpose; review various screening options; and provide implementation examples of how to embed within an MTSS framework. Issues of “child find” and the special education evaluation process will also be discussed.

Tim Lewis, Professor, University of Missouri

Barbara Mitchell, Assistant Research Professor, University of Missouri

2:45 p.m. – 4:15 p.m.

What Evaluation Results tell us about How Students Learn

Grade K Profile.docx

MOCASE 2018 chebert session handout 1.pdf

Profile gr4.docx



Strengths Challenges Implications HO.docx

The Wechsler Intelligence Scale for Children 5th edition.docx

Salon C

Results in educational evaluation reports are underutilized for designing instructional programs and interventions for the students we serve. This session will explore what we can learn from the valuable information provided in the assessments and observations we use to determine eligibility. We will discuss instructional implications and learning profiles by reviewing results from common assessments used in educational evaluations. Information will be shared that applies across all ages, grade levels, and developmental stages. Example  will be provided for study, but participants are encouraged to bring copies or access to their own evaluations for study and application.

Connie L. Hebert, Intervention Consultant, Jackson R2 Schools

Manifestation Determinations: Who, Why, What, When?

Room 60/61

This session will tell you everything you need to know about the requirement of manifestation determinations triggered in disciplinary actions involving students with disabilities; we will discuss the type of disciplinary action that triggers the requirement, when it is triggered, what the determination involves, who takes part in it, and what the legal ramifications are of the results. The session will also include a quick refresher of the requirements for use of disciplinary actions, the Safe Schools Act, and differences between Section 504 and IDEA. Session will also include discussion of court cases and federal agency decisions.

Heidi Atkins Lieberman, Attorney at Law, Partner in Thomeczek & Brink, LLC

Placement Decisions under Section 504

Room 62/63/64

This fast-paced presentation will examine a range of placement issues under Section 504 including the placement team, least restrictive environment requirements, neighborhood school, residential placement, and changes in placement ... to help avoid placement disputes with parents and navigate requests for homebound placement under Section 504. 

Betsey Helfrich, Attorney, Mickes O’Toole, LLC

Improving Student Transition Outcomes through the Implementation of Student Led IEPs

Parasol I

Are you struggling with effectively engaging your students to increase participation in the IEP process?  Do you need tips and strategies to improve your student's self-advocacy skills?  Have you ever wondered how you can incorporate student led IEPs into your school day? 

This session will explore models and strategies for implementing student led IEPs to increase self-determination and advocacy skills, through discussion with others, allowing teachers to return to their schools with fresh and innovative ideas.  Participants will leave this session with relevant tools and resources to meet their transition needs, fully equipped to implement Student Led IEPs this Fall!

Tamara Lynn, NWMSU Instructor, Northwest Missouri State University

Dr. Shantel Farnan & Dr. Jeongae Kang, Northwest Missouri State University

Building Tomorrow's Superheroes by being a Trauma Sensitive Elementary School

Parasol II

Procter Elementary has been a trauma sensitive school for four years. We will share how we continue to create school and community buy-in as we implement trauma sensitive strategies that build tomorrow's superheroes. As a participant you will participate in a classroom meeting, create a self-care plan, explore student power plans, learn how to implement trauma sensitive lessons, design a calming classroom environment and implementation of parent and community engagement.

Amy Hawley, Elementary Principal, Independence School District- Procter Elementary

Terri Brewer, Family School Liaison, Procter Elementary

Cassie Barnes, SPED teacher, Procter Elementary

Alesia Robinson, Counselor, Procter Elementary

MTSS the Grain Valley Way: Analysis to Action

Room 74/75

Like many other schools, Grain Valley School District has been researching and learning about MTSS (RTI for academics and behavior). We introduced a universal screener and partnered with a university consultant to move forward with a systematic approach to interventions for students. We will share our process, data, and take away tools to help move your approach forward.

Upon completion of the session, participants will be able to:

* Describe how one school/district implemented the MTSS process.

* Take a closer look at the data within your own district to identify interventions

Dr. Carrie Reich, Principal, Sni-A-Bar Elementary, Grain Valley R-V School District

Ms. Kendra Carpenter, Instruction Coach and Former 3rd Grade Teacher, Grain Valley R-V

Dr. Matt Burns, Associate Dean for Research, University of Missouri - Columbia

Mindfulness for Leaders

Room 76/77

Participants will have an increased understanding of Mindfulness and a plan on how to begin implementation in their professional and personal lives. This presentation includes an introduction to mindfulness, the importance of mindfulness in the workplace, and how it can enhance your leadership style.

Melanie Fitzerald, Early Childhood Special Education Effective Practice Specialist, Special School District

Mental Health and the Role of Public Education

Redbud Room

Missouri educators have identified lack of mental health services as a leading cause of underachievement, violence and suicides among teens. This session will explore the role of schools in addressing mental well-being—where does it fit within a school system? How do schools access providers? And, who pays for it?

Kim Ratcliffe, Consultant & Director of MSBA Medicaid Consortium, Missouri School Board Association



7:30 a.m. – 9:00 a.m.

Breakfast served from 7:30 a.m. - 8:15 a.m.!

Salon A

A Word from Project ABLE!  Presentation


Simple, but not easy:  The administrator's role in promoting desired behavior in the school.

Keynote Presentation by Richard VanAcker 

Salon A

Across the nation, more and more educators are reporting a growing number of children and youth who enter school ill-prepared academically, socially, or emotionally to meet the demands of the school setting.  More youth have experienced adverse living situations that result in trauma reactions and psych-social development that results in the display of challenging behavior.  Pre-school, kindergarten, and 1st grade students are increasingly being identified to engage in disruptive and often explosive behaviors that disrupt their learning and the learning of others.  Across the grade levels teachers report a growing number of students who are angry and potentially aggressive.  This keynote address will briefly explore some of the factors contributing to this new reality in schools and identify some key efforts school administrators can implement to effectively address these issues.


9:15 a.m. – 10:30 a.m.

Leave Me Alone!!! The Growing Challenge of Mental Health Disorders in Our Schools

Salon A

It is estimated that one in five children attending the public schools of our nation is displaying a diagnosable mental health disorder.  Over half of the individuals who will ever display a serious mental health disorder will begin to display significant symptoms between the ages of 11 and 14. Yet, most are not recognized for having a mental health concern, but rather for displaying challenging behavior.  Teachers and schools unfortunately often are ill-prepared to recognize and address these mental health issues. This break-out session will explore some of the more common children's mental health disorders and identify some effective school-based practices to better address this growing issue.  Attention will be given to the ways schools select to deliver mental health services to their students and some innovative approaches to funding these efforts.

Richard VanAcker, Keynote Speaker

Accessible Educational Materials: Let’s Take Another Look

Room 60/61

Changes in assistive technology, the Universal Design Movement and the increased use of teacher produced materials have shifted the ways we access and provide Accessible Educational Materials. This session will highlight ideas and practices to help your district meet the AEM requirements of IDEA.

David Baker, Director, Missouri Assistive Technology

MAP-A: Nuts and Bolts

Handout 1

Handout 2

Room 62/63/64

Come join us to learn about MAP-A updates, eligibility criteria, essential elements, and other topics needed to navigate the system. Do you Moodle? Have you loaded your Kite Suite?

Tammy Ratliff, Special Education Improvement Consultants, Northeast RPDC at Truman State University

Susan See, Special Education Improvement Consultants, Northeast RPDC at Truman State University

Dyslexia and MTSS

Parasol I

Ready or not, dyslexia is coming to Missouri’s schools! Recent state mandates require active screening and treatment of dyslexia, but many schools are unsure how to best implement the new requirements. This session will show that reading disabilities have always existed in K-12 schools, but many of the ways that they are commonly assessed and treated are not effective. We will also discuss research-based ways to meet the new mandates and to identify interventions for students with reading difficulties.

Matthew Burns, Associate Dean for Research and Professor of School Psychology, University of Missouri

Project STAIR: Supporting Teaching of Algebra: Individual Readiness

Room 74/75

An exemplar system of instructional practices for supporting the algebra-readiness of middle school students with specific mathematics intervention in algebraic reasoning for students with disabilities (SWD) will be presented.  Presenters will communicate theoretical and practical frameworks focusing on the process of data-based individualization (DBI), the principles of explicit and systematic instruction, and the key components of algebra-readiness.

Stacy M. Hirt Ed.S, Doctoral Student, University of Missouri

Erica Lembke, Ph.D, Professor, University of Missouri

Erica N. Mason M.Ed, Doctoral Student, University of Missouri

Jiyung Hwang, University of Missouri

Elizabeth Tipton, University of Missouri

Bully Prevention: School-Wide and Targeted Interventions

Room 76/77

Bullying has become a pervasive problem among school-aged youth. Schools are beginning to implement tiered-level interventions to address school-wide bullying. This session will outline the process of using data to implement a universal SEL program, behavioral screener, and targeted prevention designed to reduce bullying among youth at risk for involvement. 

Chad Rose, Associate Professor, University of Missouri

Stephanie Hopkins and Nikita McCree

Behavior Brainstorm

Redbud Room

Behaviors in our classroom are always causing us to ask ourselves, “What do I do when…”  or “I have tried that.  Now what?”.  This session will ask YOU, the current educators, what common behaviors (or most challenging) you are facing in your schools in classrooms and aim to specifically provide quick, easy and effective strategies that you can take back to your classroom the next day.  Bring your worst behavior problems and let’s work together to solve them!

Cassie Gates, Behavior Specialist, Warrensburg R-VI

Jennifer Fox, Special Education teacher and IDAC, Warrensburg R-VI


10:45 a.m. – 12:00 p.m.

Legal ABCs of FBAs and BIPs

Salon A

Schools are being confronted with increasingly difficult behaviors in the classroom.  Join us as we review when you must address behaviors as part of an IEP, including when BIPs and FBAs are required.  We will also discuss best practices for BIPs and FBAs, and review disciplinary procedures.  Emphasis will be placed on legally compliant, proactive responses to student behaviors.

Michelle Basi, Attorney/Shareholder, Tueth, Keeney, Cooper, Mohan & Jackstadt, P.C.

Amy Clendennen, Attorney/Shareholder, Tueth, Keeney, Cooper, Mohan & Jackstadt, P.C.

No I.E.P. Required.  Let's T.A.L.K.!

Salon B

If you are looking for a proven and innovative way to address speech and language concerns without a lengthy evaluation and SPED diagnosis, this presentation is for you!  Join Melissa Finneseth, Speech-Language Pathologist, and Kerry Boehm, Principal, as they share the multi-tiered approach developed by Lee's Summit Parents as Teachers. Parent Educator training, parent/child communication consultations, home speech and language programs, T.A.L.K. groups, and Speech Improvement Services have been making an impact in the area of communication for over 15 years in the Lee's Summit community.  Consider implementing these response to intervention strategies in your school district, as well!

Melissa Finneseth, MS, CCC-SLP, Lee's Summit R-7 Parents as Teachers

Kerry Boehm, Principal, Lee's Summit R-7 Parents as Teachers/Great Beginnings Early Education Center

What Administrators Can Do to Support the Effective Use of Paraeducators

Salon C

Paraeducators often have inadequate training to effectively support the students they are assigned (Carter et al., 2009) and often assume a primary instructional role instead of a supportive one (Giangreco & Broer, 2007; Patterson, 2006). Additionally paraeducator support is often perceived by teachers and parents as positive despite potential detrimental effects for the student (Carter, Sisco, Brown, Brickham, & Al-Khabbaz, 2008; Chung, Carter, & Sisco, 2012). This session outlines how to comprehensively plan for the effective use of paraeducators with a focus on increasing students’ independence while subsequently decreasing their reliance on paraeducator support. Discussion will include practices that administrators can adopt to facilitate a more effective use of paraeducator support.

Jena K. Randolph, Assistant Professor, University of Missouri Thompson Center for Autism and Neurodevelopmental Disorders

MoAT's Most Frequently Asked Questions

Room 60/61

If you have questions about assistive technology and related services, we have answers. Each day, Missouri Assistive Technology staff field numerous assistive technology related questions from educators across the state. Save yourself a call or an email and attend this session as we focus on sharing our answers to those questions most frequently asked.

David Baker, Director, Missouri Assistive Technology

Facilitated IEP Meetings – Successful Strategies for Reaching Consensus 

Spotlight on MO FIEP Program_Accessible.pdf

Spotlight on MO FIEP Program_Accessible.pdf

Room 62/63/64

What is a facilitated Individualized Education Program (IEP) meeting?  FIEP is a means for parents and school personnel to reach consensus in the educational decision making process during IEP meetings. When the relationship between parents and school personnel becomes strained, or better yet, before the relationship has a chance to fray, a neutral facilitator assists the IEP team to reach consensus. Attend this session to find out more about how your district can use Missouri’s IEP facilitation process and learn about its success in our state. Find out the strategies that help IEP teams to be successful in reaching agreement. Trained facilitators will provide examples of the strategies they use during facilitated IEP meetings.

Karen Allan, Director of Special Education Compliance, DESE

ECHO-MTSS: Demonopolizing MTSS in Missouri

Parasol I

This presentation will demonstrate the ECHO model and its application to MTSS to enhance implementation across the state. The session will also include an interactive discussion about challenges experienced by the participants and how to address them, and a conversation about lessons learned.

Matthew Burns, Associate Dean for Research and Professor of School Psychology, University of Missouri

Erica Lembke, Ph.D, Professor, University of Missouri

Engaging All Learners in Worthwhile Mathematics Tasks

Room 74/75

Not all mathematics tasks are created equal. Some tasks require notably less cognitive effort from students, while others can give rise to a rich and meaningful learning experiences. Being able to differentiate between a high- and low-level demand task is essential for a balanced approach to teaching a variety of learners. This session will promote productive conversation between professionals about the elements of juicy mathematics tasks and challenge participants to consider who gets access to these tasks.

Erica N. Mason M.Ed, Doctoral Student, University of Missouri

Stacy M. Hirt Ed.S, Doctoral Student, University of Missouri

Dr. Delinda van Garderen, University of Missouri

JellyBeans:  Providing Inclusion Opportunities for All Students

Room 76/77

JellyBeans is an in school inclusion organization.  The club meets monthly and promotes inclusive activities for students with all ability levels.  Throughout the school year, students work together on talents or skills that they would like to showcase in a school wide talent show.  JellyBeans is also the official partner for our school's Special Olympics team.

Kristi Cleghorn, Special Education Teacher, Ste. Genevieve High School

Kyle Schweiss, Science Teacher, Ste. Genevieve High School

Simplifying & Managing the BIP Process

Redbud Room

This session will take participants through the process that Westran School District uses in their behavior plan creation process. The district implemented Insights to Behavior to help with the data collection, behavior assessment and BIP create process.  The session will outline the processes used, the implementation, expected outcomes from this rollout, and some early success stories.   Participants will leave with an understanding of how to implement a solution to increase capacity and create consistency in the behavior process.

Beth Andrews, Director of Special Education Services, Westran School District

Jessica Rutherford, Behavior Specialist, Westran School District

Chrissy Green, Process Coordinator, Westran School District


3550 Amazonas Drive

Jefferson City, MO 65109

Phone: (573) 644-7804

Fax: (573) 644-7806

Ms. Phyllis Wolfram, Executive Director


Mr. Steven Beldin, Director of Innovation and Learning


Ms. Debbi Magnifico, Administrative Assistant/Conference Event Planner


Office Email: 

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